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"Enhancing" Exam Wrappers with Research into Learning is Associated with a Shift in Study Strategies in a First Semester Biology Course.

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Title: "Enhancing" Exam Wrappers with Research into Learning is Associated with a Shift in Study Strategies in a First Semester Biology Course.
Authors: Sobel, Maya1 (AUTHOR), Higgins, Linden1 (AUTHOR) linden.higgins@uvm.edu
Source: Journal of College Science Teaching. Sep/Oct2024, Vol. 53 Issue 5, p411-419. 9p.
Subject Terms: *Retrieval practice, *Academic achievement, *Metacognition, *Learning, Wrappers
Abstract: Students' academic performance improves when they use active study methods and discussion of study strategy efficacy can impact students' choice. Faculty often employ mid-semester wrappers to encourage student reflection on their study habits, so we explored whether exposure to research about learning embedded within post-exam wrappers was associated with changes in student study strategies using a pre/post design in a first semester biology course. Early and final wrappers collected information about students' choices and reflections on those choices, and mid-semester wrappers including links to research descriptions at the Learning Scientists website. Students reported initially using passive learning methods, such as rereading, for their primary study strategies, and the primary intended change was to increase time spent studying. At the end of the semester, the majority of students reported shifting to active strategies such as forced recall, with a proportional decline in rereading as a primary study strategy. [ABSTRACT FROM AUTHOR]
Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: "Enhancing" Exam Wrappers with Research into Learning is Associated with a Shift in Study Strategies in a First Semester Biology Course.
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  Data: <searchLink fieldCode="AR" term="%22Sobel%2C+Maya%22">Sobel, Maya</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Higgins%2C+Linden%22">Higgins, Linden</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> linden.higgins@uvm.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+College+Science+Teaching%22">Journal of College Science Teaching</searchLink>. Sep/Oct2024, Vol. 53 Issue 5, p411-419. 9p.
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  Data: Students' academic performance improves when they use active study methods and discussion of study strategy efficacy can impact students' choice. Faculty often employ mid-semester wrappers to encourage student reflection on their study habits, so we explored whether exposure to research about learning embedded within post-exam wrappers was associated with changes in student study strategies using a pre/post design in a first semester biology course. Early and final wrappers collected information about students' choices and reflections on those choices, and mid-semester wrappers including links to research descriptions at the Learning Scientists website. Students reported initially using passive learning methods, such as rereading, for their primary study strategies, and the primary intended change was to increase time spent studying. At the end of the semester, the majority of students reported shifting to active strategies such as forced recall, with a proportional decline in rereading as a primary study strategy. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/0047231X.2024.2373028
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        Text: English
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              Text: Sep/Oct2024
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